Chapter Twelve: Keeping Records
#1. Most of the time we all get overwhelmed by all of the paperwork now required. Now here we are adding more. Many times we think we will remember the conversation we had with a child and tell ourselves we will write it down later. Later usually does not come. On page 169, they state that "the exact forms that I use for record-keeping weren't as important as making sure that I used something." Comment on this. Respond Here: Of course, I whole-heartedly agree that it’s important that I use something for record-keeping, I need to add on with “It’s important that I refer to it.” I’ve found myself taking notes and then not using them in the past. I have been much better about looking over past notes before conferring, but I need to work on using the notes for future planning. Now, I’m better about “sticking around,” as the authors mentioned on page 169, after a conference so that I can jot the compliment and teaching point I gave and offer one last brief coaching before I move on. As Margaret mentioned the schedule on page 178 looks helpful. I’d like to create one similar to use this year. Wow, to think the teacher mentioned in this example was able to work with every student nearly twice in a week! I’m planning to increase the number of students I meet with in a week, too. Sara Sabourin
I have many kinds of record keeping materials collected over the years. My plan is to create three. Whole class, individual and group conferring. I also like the schedlue on pg. 178. This will be part of my daily plan. I will have my running record of what I taught, and who I met with. Even though my unit of study will be for a month at a time, I have data to guide my instruction in a connective mode.
Margaret Fox
I agree with several people's statements that record keeping is personal. I've changed mine over the years and, when I was a classroom teacher, I finally settled on the best way to keep track of all of this information. I have a huge 3-ring binder that has all of my whole-group, small-group, and individual information. I have a section for keeping data on the whole class, such as dates for conferences and small groups. I'd like to use the authors' idea of having a class roster with the skills being tuaght during a strategy unit and have my own coding system to record their understandings. I also have a section with sheets for small groups. I record what was taught, the books they used for practicing the skill taught, how they did, and the next steps for that group or the individual. Then, each student has his or her own tab. I keep their conference notes, copies of any profound reading responses, running records, interest inventory, and all other data I have collected and use to determine teaching points for this student. Having a section for each child with all of his or her data made it so easy to respond to other teachers or parents when they had questions about the student. This seemed to be the best way for me to keep track of all of the data I collected. ~ Stephanie B.
I am not sure where the questions for chapter 12 went but I went back into the history to see them. For question number 1 - I feel that it is so important to make sure I develop a functional record keeping system that is easy to organize as I have a hard time remembering important things from day to day. If it isn't written down somewhere it is surely to be forgotten. I also like to have documentation for parents if they have questions or during conferences to back up my decisions. I think it is important to use what works for you as an individual and you might try quite a few out before finding something that you want to incorporate into your daily routine. Ronda For question number 2 - I feel that I would like to use the binder to keep track of my forms. I think I am going to use dividers for whole class and small groups. I also am going to use a section for individual records. I am going to try them and keep what works for me and if they don't bump my head with other teachers to see what might be working for them. Ronda
I like the simplicity of the forms that the author uses. I will start with these types of checklists. I also plan to talk with my colleagues who are utilizing the Readers Workshop in their classrooms to see what they prefer to use. We will be getting the workshop reading series for our classrooms this year and I will check there also. I plan to meld these ideas together and personalize them for what works best for me. Mike Question#1 Chapter 12
#2. There are numerous systems for recording your conferences. Many are demonstrated throughout this book. We need to record both our individual conferences and whole class conferences. Then we may need forms for partnerships and forms for group conferences. What works for someone else may not work for you. You need to find a system and stick to it. Share your ideas on how you will orchestrate all of these forms. Respond Here:
Wow, I love the ideas you offered TGaribay! The color-coded paper and the clipped bundles inside a “box type” clipboard all sound manageable and effective. I plan to improve my conferring kit so that my forms will be organized better. I will keep the parts that worked for me last year. For example, I had a class checklist that I could easily mark and see at a glance who I worked with when. This held me accountable for meeting with everyone in a week. I had individual pages that had about 6-8 larger boxes in which I could easily jot my notes from that conference. Lastly, I had a unit check-bric that I could fill in and again glance at quickly to see how students were doing with a certain strategy or skill. (I had different markings such as a checkmark for “achieved” and a checkmark with a dash to show “almost” and a dash for “not yet”). I plan to try the ideas noted above, such as using different colored paper for different purposes (individual, small group, partnerships). Sara Sabourin
I plan to use the 3 ring binder to keep my records. I use to use clipboards but I left them in different places in the classroom and had to hunt the specific clipboard for the specific notes I was taking. One central record keeping/holder seems to be the best idea for me. Plus, that is what my principal recommended! Mike Question#2 Chapter 12
Once again, I could view the questions only by looking at the history. Here is my response to both questions. I feel they go hand in hand. Another colleague and I have discussed this in great detail. I "think" this is how I will start it. Obviously, I will be tweaking things as I go to make it user friendly and meaningful. I am going to use a t-chart for each student, listing the date, the compliment I gave, and what I could teach the reader. I am going to copy this form on blue copy paper so it's quick to find at a glance. I am going to paperclip this to the top of any other papers, testing, data, surveys, etc. that I have on this student. I will have a paper clipped bundle for each student. I have my students placed in groups, so I will then use the larger black heavy duty clip to hold all the students of a group together. All of these will be placed inside of the "box type" clipboards you can get, where you store things inside of it. So when I go to a group, I can pull out the larger bundle and all the students will be there. That way if I give a group compliment, I can make note of it. I can also make individual comments on the form as needed. I can not carry around a larger 3 ring binder. They are too cumbersome for me and I will fill it up with tons of stuff. With the clipboard, I can easily place some skill charts, etc. on top, then go inside to grab student forms. I doubt this made any sense, hehe, but it does to me. We'll see how it works! TGaribay
As others have noted, the questions are only available in the history, so here are my responses:
Question 1
It is very true that we have lots of paperwork and as a special education teacher, I have lots of paperwork to keep track of. I also agree that it is easy to thing you will remember everything that happens and is said. I have that not to be the case and I always regret it when I don’t write things as soon as they happen. One goal for me this year will be to immediately write down the content of conferences as they happen. I think each teacher will have to find the forms that work for them, there are certainly a number to choose from in the book and online.
Sue Ronning
Question 2
I am planning on developing a conferring notebook. Inside I will use the T-chart to record individual conferences including the compliment I have given and the strategy or skill that I instructed. Each student will have a section in the notebook for assessments, surveys and notes. I am not sure how to record group conferences and that will evolve as I work more with this model. There are other teachers in my building who will be using reader’s workshop as well, so I know we will be able to work together as we plan our record-keeping.
Sue Ronning
Q1
I so agree—notes must me written down right away. The form clipboard with the various things I was keeping track of was so important. I have a clip board for reading levels, just right board check out, partner reading, partner reading rubric scores, individual reading rubric scores, conferring to name the few that came right to mind.
I made comments right in student’s DIBELS books—it would help me show and discuss with parents—student strength and weakness. KDN
Q2
To orchestrate using the forms it has to be done on the front end when one starts the process. Having the students get involved helps you as the teacher stick to it. When the class and developed a rubric for independent reading they wanted to give there score. At Roosevelt when the writing conference sheet was in their writing folder and we discussed and then the adult jots down a compliment and a goal—the students took notice and wanted that to continue. KDN
#1. Most of the time we all get overwhelmed by all of the paperwork now required. Now here we are adding more. Many times we think we will remember the conversation we had with a child and tell ourselves we will write it down later. Later usually does not come. On page 169, they state that "the exact forms that I use for record-keeping weren't as important as making sure that I used something." Comment on this.
Respond Here:
Of course, I whole-heartedly agree that it’s important that I use something for record-keeping, I need to add on with “It’s important that I refer to it.” I’ve found myself taking notes and then not using them in the past. I have been much better about looking over past notes before conferring, but I need to work on using the notes for future planning. Now, I’m better about “sticking around,” as the authors mentioned on page 169, after a conference so that I can jot the compliment and teaching point I gave and offer one last brief coaching before I move on. As Margaret mentioned the schedule on page 178 looks helpful. I’d like to create one similar to use this year. Wow, to think the teacher mentioned in this example was able to work with every student nearly twice in a week! I’m planning to increase the number of students I meet with in a week, too.
Sara Sabourin
I have many kinds of record keeping materials collected over the years. My plan is to create three. Whole class, individual and group conferring. I also like the schedlue on pg. 178. This will be part of my daily plan. I will have my running record of what I taught, and who I met with. Even though my unit of study will be for a month at a time, I have data to guide my instruction in a connective mode.
Margaret Fox
I agree with several people's statements that record keeping is personal. I've changed mine over the years and, when I was a classroom teacher, I finally settled on the best way to keep track of all of this information. I have a huge 3-ring binder that has all of my whole-group, small-group, and individual information. I have a section for keeping data on the whole class, such as dates for conferences and small groups. I'd like to use the authors' idea of having a class roster with the skills being tuaght during a strategy unit and have my own coding system to record their understandings. I also have a section with sheets for small groups. I record what was taught, the books they used for practicing the skill taught, how they did, and the next steps for that group or the individual. Then, each student has his or her own tab. I keep their conference notes, copies of any profound reading responses, running records, interest inventory, and all other data I have collected and use to determine teaching points for this student. Having a section for each child with all of his or her data made it so easy to respond to other teachers or parents when they had questions about the student. This seemed to be the best way for me to keep track of all of the data I collected. ~ Stephanie B.
I am not sure where the questions for chapter 12 went but I went back into the history to see them. For question number 1 - I feel that it is so important to make sure I develop a functional record keeping system that is easy to organize as I have a hard time remembering important things from day to day. If it isn't written down somewhere it is surely to be forgotten. I also like to have documentation for parents if they have questions or during conferences to back up my decisions. I think it is important to use what works for you as an individual and you might try quite a few out before finding something that you want to incorporate into your daily routine. Ronda For question number 2 - I feel that I would like to use the binder to keep track of my forms. I think I am going to use dividers for whole class and small groups. I also am going to use a section for individual records. I am going to try them and keep what works for me and if they don't bump my head with other teachers to see what might be working for them. Ronda
I like the simplicity of the forms that the author uses. I will start with these types of checklists. I also plan to talk with my colleagues who are utilizing the Readers Workshop in their classrooms to see what they prefer to use. We will be getting the workshop reading series for our classrooms this year and I will check there also. I plan to meld these ideas together and personalize them for what works best for me.
Mike Question#1 Chapter 12
#2. There are numerous systems for recording your conferences. Many are demonstrated throughout this book. We need to record both our individual conferences and whole class conferences. Then we may need forms for partnerships and forms for group conferences. What works for someone else may not work for you. You need to find a system and stick to it. Share your ideas on how you will orchestrate all of these forms.
Respond Here:
Wow, I love the ideas you offered TGaribay! The color-coded paper and the clipped bundles inside a “box type” clipboard all sound manageable and effective. I plan to improve my conferring kit so that my forms will be organized better. I will keep the parts that worked for me last year. For example, I had a class checklist that I could easily mark and see at a glance who I worked with when. This held me accountable for meeting with everyone in a week. I had individual pages that had about 6-8 larger boxes in which I could easily jot my notes from that conference. Lastly, I had a unit check-bric that I could fill in and again glance at quickly to see how students were doing with a certain strategy or skill. (I had different markings such as a checkmark for “achieved” and a checkmark with a dash to show “almost” and a dash for “not yet”). I plan to try the ideas noted above, such as using different colored paper for different purposes (individual, small group, partnerships).
Sara Sabourin
I plan to use the 3 ring binder to keep my records. I use to use clipboards but I left them in different places in the classroom and had to hunt the specific clipboard for the specific notes I was taking. One central record keeping/holder seems to be the best idea for me. Plus, that is what my principal recommended!
Mike Question#2 Chapter 12
Once again, I could view the questions only by looking at the history. Here is my response to both questions. I feel they go hand in hand.
Another colleague and I have discussed this in great detail. I "think" this is how I will start it. Obviously, I will be tweaking things as I go to make it user friendly and meaningful. I am going to use a t-chart for each student, listing the date, the compliment I gave, and what I could teach the reader. I am going to copy this form on blue copy paper so it's quick to find at a glance. I am going to paperclip this to the top of any other papers, testing, data, surveys, etc. that I have on this student. I will have a paper clipped bundle for each student. I have my students placed in groups, so I will then use the larger black heavy duty clip to hold all the students of a group together. All of these will be placed inside of the "box type" clipboards you can get, where you store things inside of it. So when I go to a group, I can pull out the larger bundle and all the students will be there. That way if I give a group compliment, I can make note of it. I can also make individual comments on the form as needed. I can not carry around a larger 3 ring binder. They are too cumbersome for me and I will fill it up with tons of stuff. With the clipboard, I can easily place some skill charts, etc. on top, then go inside to grab student forms. I doubt this made any sense, hehe, but it does to me. We'll see how it works! TGaribay
As others have noted, the questions are only available in the history, so here are my responses:
Question 1
It is very true that we have lots of paperwork and as a special education teacher, I have lots of paperwork to keep track of. I also agree that it is easy to thing you will remember everything that happens and is said. I have that not to be the case and I always regret it when I don’t write things as soon as they happen. One goal for me this year will be to immediately write down the content of conferences as they happen. I think each teacher will have to find the forms that work for them, there are certainly a number to choose from in the book and online.
Sue Ronning
Question 2
I am planning on developing a conferring notebook. Inside I will use the T-chart to record individual conferences including the compliment I have given and the strategy or skill that I instructed. Each student will have a section in the notebook for assessments, surveys and notes. I am not sure how to record group conferences and that will evolve as I work more with this model. There are other teachers in my building who will be using reader’s workshop as well, so I know we will be able to work together as we plan our record-keeping.
Sue Ronning
Q1
I so agree—notes must me written down right away. The form clipboard with the various things I was keeping track of was so important. I have a clip board for reading levels, just right board check out, partner reading, partner reading rubric scores, individual reading rubric scores, conferring to name the few that came right to mind.
I made comments right in student’s DIBELS books—it would help me show and discuss with parents—student strength and weakness. KDN
Q2
To orchestrate using the forms it has to be done on the front end when one starts the process. Having the students get involved helps you as the teacher stick to it. When the class and developed a rubric for independent reading they wanted to give there score. At Roosevelt when the writing conference sheet was in their writing folder and we discussed and then the adult jots down a compliment and a goal—the students took notice and wanted that to continue. KDN